Material development Final Exam

Material development Final Exam

Multiple Choice

The most commonly used types of materials are Published materials and authentic materials.

• True

• False

Multiple Choice

Which of the below is a sample of Published material

• An Adele song

• A real orange

• a workbook

• a whiteboard

Multiple Choice

........... materials are not designed for the EFL student, they are not graded for a level.

• authentic

• published

Multiple Choice

Which of the below is an authentic material?

• Headway coursebook

• An Adele Song

• A graded reader

• A vocabulary book

Multiple Choice

Taking and using teaching materials without making any change is called.....

• Adopting

• Adapting

• Developing

• concordance

Multiple Choice

Which of these below is a reason why we evaluate course books

• We save money by doing it

• We find out merits and demerits of Coursebook

• Students learn more

Multiple Choice

Which of these below is a reason why course books are inevitable

• They show authentic language

• They help train to teachers

• are economic to students

Language acquisition principles vs Material Development principles

Relate the MD principle based on the language acquisition description

Multiple Choice

A pre-requisite for language acquisition is that the learners are exposed to a rich, meaningful and comprehensible input of language in use.

• Make use of activities which get the learners to think about what they are reading or

  listening to and to respond to it personally.

• Make sure the texts and tasks are as interesting, relevant and enjoyable as possible so as to exert a positive influence on the learners’ attitudes to the language and to the

  process of learning it.

• Make sure that the materials contain a lot of spoken and written texts which provide

  extensive experience of language

• Make use of activities which get learners to visualise and/or use inner speech before

  during and after experiencing a written or spoken text.

Multiple Choice

In order for the learners to maximise their exposure to language in use they need to be engaged both affectively and cognitively in the language experience

• Make use of activities which get the learners to think about what they are reading or listening to and to respond to it personally.

• Make sure the texts and tasks are as interesting, relevant and enjoyable as possible so as to exert a positive influence on the learners’ attitudes to the language and to the process of learning it.

• Make sure that the materials contain a lot of spoken and written texts which provide

  extensive experience of language

• Make use of activities which get learners to visualise and/or use inner speech before during and after experiencing a written or spoken text.

Multiple Choice

Language learners who achieve positive affect are much more likely to achieve communicative competence than those who do not.

• Make use of activities which get the learners to think about what they are reading or listening to and to respond to it personally.

• Prioritise the potential for engagement by basing a unit on a text or a task which is likely to achieve affective and cognitive engagement.

• Make sure the texts and tasks are as interesting, relevant and enjoyable as possible so as to exert a positive influence on the learners’ attitudes to the language and to the process of learning it.

• Make use of activities which get learners to visualise and/or use inner speech before during and after experiencing a written or spoken text.

Multiple Choice

L2 language learners can benefit from using those mental resources which they typically utilise when acquiring and using their L1.

• Make use of activities which get the learners to think about what they are reading or listening to and to respond to it personally.

• Prioritise the potential for engagement by basing a unit on a text or a task which is likely to achieve affective and cognitive engagement.

• Make sure the texts and tasks are as interesting, relevant and enjoyable as possible so as to exert a positive influence on the learners’ attitudes to the language and to the process of learning it.

• Make use of activities which get learners to visualise and/or use inner speech before during and after experiencing a written or spoken text.

Multiple Choice

Language learners can benefit from noticing salient features of the input.

• Make use of activities which get the learners to think about what they are reading or listening to and to respond to it personally.

• Prioritise the potential for engagement by basing a unit on a text or a task which is likely to achieve affective and cognitive engagement.

• It is much more powerful to help the

  learners (preferably in collaboration) to make discoveries for themselves.

• Make use of activities which get learners to visualise and/or use inner speech before during and after experiencing a written or spoken text.

Multiple Choice

Learners need opportunities to use language to try to achieve communicative

purposes.

• Make use of activities which get the learners to think about what they are reading or listening to and to respond to it personally.

• Provide many opportunities for the learners to produce language in order to achieve intended outcomes.

• It is much more powerful to help the

  learners (preferably in collaboration) to make discoveries for themselves.

• Make use of activities which get learners to visualise and/or use inner speech before during and after experiencing a written or spoken text.